中文摘要：

运用自编课程价值取向问卷,调查中小学语文教师课程价值取向。得出以下结论：（1）中小学语文教师对六种课程价值取向认同度均较高,呈现多元化倾向;（2）小学阶段的语文教师对学术理性取向的认同度高于初中阶段的教师;（3）不同职称的中小学语文教师在学术理性、社会重建、人文主义和科技发展取向上均有显著差异,且与其他职称相比,中高职称的教师对学术理性和社会重建取向的认同度较低;（4）相对于都市语文教师最为认可生态整合取向而言,农村语文教师更为认可认知过程取向。基于调查结果,提出改进中小学语文教师课程价值取向的策略和建议。

英文摘要：

The paper investigates chinese teachers in elementary and secondary schools with an eye to learning their curriculum value characteristics with curriculum value orientation questionnaires. Results show that they strongly believe in all the six orientations,It indicates that course values of chinese teachers in primary and secondary schools have established the tendency of＂Diversification＂; chinese teachers of the primary schools incline more to the academic rationalism orientation than the teachers of junior secondary schools; there are rather significant difference among those who have different titles in the academic rationalism,social reconstruction,humanistic and the technological development orientations,teachers of high titles incline more toacademic rationalism and social reconstruction orientations than others; different way of professional development significantly affect them in cognitive process and social reconstruction orientation; urban chinese teachers incline most to ecological integration orientation,and rural chinese teachers incline most to cognitive process orientation. Based on the survey results,suggestions have made to promote curriculum value orientation of chinese teachers in the primary and secondary schools.